Strengthening Teachers Accountability to Reach All Students, 2018
Baseline Surveys

Ghana, 2018

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Reference ID

GHA_2018_STARSIE-BL_v01_M

DOI

https://doi.org/10.48529/0m69-1c24

Producer(s)

Anne Fitzpatrick, Adrienne Lucas, Sabrin Beg

Collection(s)

The Strategic Impact Evaluation Fund (SIEF) Impact Evaluation Surveys

Metadata

Documentation in PDF DDI/XML JSON

Created on

Mar 16, 2023

Last modified

Mar 16, 2023

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65639

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E17B Second most common: Two most common strategies when a teacher is absent. (strategies2)

Data file: head_teacher_clean_no_pii_data

Overview

Valid: 209

Invalid: 0

Minimum: 1

Maximum: 12

Type: Discrete

Decimal: 0

Width: 78

Range: 1 - 12

Format: Numeric

Questions and instructions

Categories

Value	Category	Cases
1	A substitute teacher teaches the lesson	54	25.8%
2	Headmaster teaches the lesson	87	41.6%
3	The class is combined with another section of the same grade	6	2.9%
4	The class is combined with another class of a different grade	20	9.6%
5	Some community members are invited to take class	5	2.4%
6	Students complete work under supervision	18	8.6%
7	Students complete work without supervision	6	2.9%
8	Class leader or student of higher class is asked to handle the class	2	1%
9	Students are assigned some non-academic work e.g.Gardening, cleaning	1	0.5%
10	Students of the class spend their time playing in classroom or school compound	1	0.5%
12	Nothing	9	4.3%

Warning: these figures indicate the number of cases found in the data file. They cannot be interpreted as summary statistics of the population of interest.

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